Peer-assisted learning - an antidote for spoonfeeding? Reflections on peer-assisted learning activites in a veterinary curriculum | Zendy

Alison Reid | Zendy; Rosie MacDiarmid | Zendy; Emma Ormandy | Zendy; Karen Noble | Zendy; Fay Penrose | Zendy

Open Access

Peer-assisted learning - an antidote for spoonfeeding? Reflections on peer-assisted learning activites in a veterinary curriculum

Author(s) -

Alison Reid,

Rosie MacDiarmid,

Emma Ormandy,

Karen Noble,

Fay Penrose

Publication year - 2017

Publication title -

mededpublish

Language(s) - English

Resource type - Journals

ISSN - 2312-7996

DOI - 10.15694/mep.2017.000159

Subject(s) - antidote , curriculum , medical education , psychology , veterinary medicine , pedagogy , medicine , toxicity

This article was migrated. The article was marked as recommended. Peer-assisted learning (PAL) is a potentially valuable teaching tool for students on veterinary and medical curricula, helping them to develop crucial learning, teaching and meta-adaptive skills (Lizzio & Wilson, 2004) which will serve them during their undergraduate studies and throughout their future careers. This reflective article describes experiences of PAL activities on a UK veterinary degree course, and discusses potential reasons for success and failure of such activities. Advice is given for anyone planning to implement, or reviewing their own experiences of PAL.

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